Units+and+Lessons

//** Students will design a technology rich instructional plan that includes samples of included multimedia technology projects and a justification for the plan's design. **//
 * NOTE: This assignment is a Signature Assessment for your portfolio -- **

//** Standard 5 in your portfolio: **//

InTASC Standard 5: Application of Content
Application of Content The teacher understands how to connect concepts and use different perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. WES 6 – Communicates well with students. COEHS – Being a skillful practitioner. Note: Foliotek requires you to upload a document. Write a quick, one page document telling the name of the unit you created, how it meets the above ideas and the url from your wiki. Upload this document then request me to be your assessor. Some folks have also figured out how to upload the URL of their wiki. That's great to do also.

Your methods courses should be giving you lots of direction and information related to lesson and unit planning. They will also have a specific way they wish to see your lesson plans. You can use their format or my format which is MUCH briefer than what your methods instructors expect. These plans will provide the unit's context then show where you are weaving in technology. I only want to see the instructional/activity sequence, not everything you are going to say. You will however need to include samples of the technology projects your students create and the scoring rubrics you might use to assess them. You may select any topic to teach and any grade level. You may tie all your plans around one teaching topic or multiple topics, the choice is yours. If you can tie these plans to what you are doing in your methods courses, please do! If not, at least select topics you are passionate about and hopefully know something about. This isn't about mastering new content, it's about organizing technology rich instruction. At the bottom of the page are a variety of additional resources associated with planning. Use them if you wish.
 * Planning for Instruction**

Design a technology rich instructional plan that includes samples of included multimedia technology projects and a justification for the plan's design. Include a minimum of:
 * Assignment**
 * 10 learning objects
 * 10 technology projects (not all students have to complete each project)
 * samples of the technology projects
 * rubrics for the technology rich assignments (if one rubric addresses more than one sample, great! Use RubiStar to help make rubrics)
 * One minute lecture (audio podcast, narration and music)
 * A justification for the plan's design
 * Look at the SAMR Model below, push yourself to move to the M and R levels

Scroll down for a sample unit....

Here's an article telling how a 4th grade classroom uses technology throughout the day. It might give you some ideas....
 * Due May 12/14**

Smarter Balanced Practice Tests (Check out these practice tests to see what your students will be asked to do on them. Then, develop instructional activities to help them master content so they will be successful on this type of exam.) Math, Science ck-12 Foundation (online textbook) Learn Zillion -- website with many Common Core Standards plans and resources Check out Skype in the Classroom for unit/lesson ideas involving collaboration Need more ideas? Check out #21 towards bottom of page after sample units. You can set your instruction in a traditional classroom, a project based setting, a flipped classroom, a blended classroom, an online classroom, or ????.
 * What should I teach?? Help, I need ideas --**

WI Academic Standards Common Core Standards English Language Arts, Mathematics Early Childhood Next Generation Science Standards
 * Review the Standards which you need to teach toward:**


 * How will I know what my students can or should be able to do with technology?**
 * ISTE Student Standards
 * ISTE student profiles and examples
 * NAEYC position statement Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8

>
 * What am I, the teacher, supposed to know about technology?**
 * ISTE Teacher Standards
 * Classroom Management article**
 * For Teachers, Wired Classrooms Pose New Management Concerns

Course Title and Grade: **Social Studies with Language Arts and Technology, Grade 2** Unit/Lesson Title: **Families** Essential Questions: **How are families alike and different? What makes your family special?** Academic Language needs: **biological family, adoptive family, extended family, twins, fraternal twins, identical twins, uncle, aunt, etc.** Necessary Prior Knowledge: **KWL charts, use of Google Presentations and Skype, use of Google Maps and screen shots** Student Materials: **computer or mobile devise** Teacher Materials: **Whiteboard, books** [|HealthyChildren.org], [|All Kinds of Families: A Guide for Parents] [|Family Structures]

Technology Usage: (see below in yellow) to highlight in yellow change background color to #ffff11 or #ffff10

Include websites (learning objects) and apps that will be used in the lesson as well as multimedia technology projects. || Explain your thinking: What principles from theory and/or research suggest this will be a good learning task? || Explain your thinking: Why did you include the technology you included? || Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.
 * Standards: || Objectives(including at least one related to academic language) || Assessment (formative and summative). Please attach grading criteria for each assessment whether formative or summative. || Learning Tasks (brief description of the tasks as they align with your standards, objectives, and assessment. Include Introduction, body of lesson, closure and homework/extension activities
 * Social Studies E.4.3

Writing, grade 2, Production and Distribution of Writing, 6.

With guidance and support from adults, use technology to produce and publish writing, including collaboration with peers.

Speaking and Listening, grade 2, Presentation of Knowledge and Ideas, 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Language Standards, grade 2, Conventions of Standard English, 1,2,3. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking including capitalization, punctuation and spelling.

ISTE Profiles Pk-2, 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. 3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. 7. Demonstrate the safe and cooperative use of technology 8. Independently apply digital tools and resources to address a variety of tasks and problems. 10. Demonstrate the ability to navigate in virtual environments such as electronic books. Simulation software, and Web sites. || TSWBAT: Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.

Define academic language related to families including biological family, adoptive family, extended family, twins, fraternal twins, identical twins, uncle, aunt.

Create multimedia materials that follow conventions of Standard English.

Collaborate with peers.

Utilize technology to support learning and demonstration of learning. || 1. Informal assessment when developing KWL chart on academic language. Do students know academic language associated with this unit.

2. Rubric for individual multimedia project.

3. Rubric for Skype group Google Presentation.

4. Rubric for group Mindmap of family similarities and differences.

5. Google Form quiz on academic language vocabulary. || ** Introduction: ** Discuss what the word Family means by focusing on teacher created bulletin board entitled “Families come in all Flavors and Sizes.” Include pictures of many different families, human and other (flowers, animals, etc). Using the class whiteboard, create class KWL chart around Families. Include academic language in discussion and list in K or W section of chart.

Read and discuss books and videos (learning objects) illustrating different types of families (sizes, compositions, cultures, orientations, etc) include examples and discussion of academic language terms like extended family.
 * Body: **

Videos (learning objects) include:
 * 1) [|The family structure of elephants - Caitlin O'Connell-Rodwell] – (TEDEd.com)
 * 2) [|Non-Traditional Families] (YouTube.com)
 * 3) [|Families Around The World] (schooltube.com)
 * 4) [|LeapFrog Let's Go to School's Animal Families Song] (YouTube.com)

As a class then in groups create a Mind Map of family similarities and differences. (see sample)

In groups, Skype or email your pen pals sharing who is in your family, favorite activities/traditions, where you live, what family members do to make a living.

Individually create a poster, slideshow, movie, book or other multimedia piece(s) about your family. Include at least four photos and tell four unique characteristics. Spelling or narration must adhere to Standard English and include at least 5 academic language vocabulary terms.

I n Skype groups create a slideshow on Google Presentations of similarities and differences in families.

Take quiz (Google Form) on academic language vocabulary.


 * Conclusion: ** Organize a Family Night for families, share multimedia projects. || **Introduction**: Accessing prior knowledge, tell learning theory here...

**Body:** Active learning. Tell the learning theories here…

**Conclusion**: Authentic instruction, share learnings with an outside of class audience such as our families. || Using the class whiteboard, create class KWL chart – allows all to see and participate.

Create class and group Inspiration mindmaps – visual learning tool, organizational tool.

Tell your thinking here… || > media type="custom" key="26367332" > > media type="custom" key="26367352" media type="custom" key="26367360"
 * Attach samples of Multimedia Technology Projects **
 * 1) Video of you using a Whiteboard creating a KWL chart with a class. Also include portion where you assess academic language prior knowledge.
 * 2) Learning Objects will be listed in lesson plan. Nothing to include down here. (If you listing of learning objects is VERY long, you could put them here as opposed to in the plan table. Simply refer reader to this location.)
 * 3) Mind map (Inspiration) of family similarities and differences.
 * 4) Rubric for group Mind map.
 * 5) Video of a Skype call discussing families.
 * 6) Group Google Presentation on similarities and differences in families.
 * 1) Rubric for group Google Presentation on families
 * 1) Individual multimedia project on families. Samples could include any or all of the following Collage, Poster, Glogster, Prezi, NonLinear PPT, 3-fold brochure, book, movie, podcast, PhotoBabble, Voki,
 * 1) Rubric for individual project on families.
 * 2) Google Form for quiz on academic language vocabulary.
 * 3) Poster/invitation to invite families to Family Night.

High achieving student || Needs to be encouraged to develop more sophisticated projects || Student has ability || Homeless student || Allow student flexibility in meeting certain criteria such as “describe where you live” || Must be sensitive to family situation. ||
 * Differentiation Category: Why does this student need an accommodation/modification? || Accommodation/Modification
 * (technology is a great way to differentiate) ** || Rationale: why is this accommodation/modification appropriate ||
 * Student One:
 * Student Two:
 * Other Students: ||  ||   ||

Topic: Bullying, grade 6 (language arts and health unit, team taught) Essential questions: 1. What do bullying behaviors look like? 2. What can you do when you see or experience bullying?

(my laundry list of learning activities in sequential order along with samples and scoring rubrics) 1. Introduce bullying by watching video clip of bullying (learning object 1)

2. Class discussion using think/pair/share: What is bullying? What does it look like on tv? What does it look like online? What does it look like here at school? etc. Teacher creates concept map using SmartBoard. (concept map sample here or at end of plans, video of SmartBoard use - these aren’t really student projects, but they do fall into technology rich instruction)

3. In groups of 3 define bullying and describe what it looks like. (a) Explore the following resources: (6 more learning objects, 7 total so far) http://www.stopbullying.gov/what-is-bullying/index.html http://www.apa.org/topics/bullying/index.aspx http://www.education.com/topic/school-bullying-teasing/ http://www.bullyingstatistics.org/ http://www.webmd.com/parenting/tc/bullying-topic-overview http://facts.randomhistory.com/facts-about-bullying.html

(b) Take notes on a shared Google Doc (embed sample here or at end of plans, student project 1) (c) Create a newsletter, 3-fold brochure, movie, slideshow, podcast, or poster on bullying, include what it is and what it looks like. (my project samples here or at end of plans, student projects 2-6) (my scoring rubric here or at end of plans, one rubric that you will use to score the projects, score content and presentation)

4. Quiz, select option a or b (a) Take or find a photo of bullying then create a fotobabble defining bullying and describing what it looks like (project sample here or at end of plans, student project #7) (b) Create an avatar and have it define bullying and describe what it looks like (project sample here or at end of plans, student project #8) Include scoring rubric

5. In Lit Circles read and discuss books with bullying theme.

6. Create a 1 minute lecture telling about next 3 assignments. Put sample here.

7. Explore what can you do when you see or experience bullying, take notes on Google Doc (probably this will be a continuation from google doc started above) (8 more learning objects, 13 total) http://www.stopbullying.gov/prevention/index.html http://www.stopbullying.gov/respond/index.html http://www.apa.org/helpcenter/bullying.aspx http://www.education.com/topic/school-bullying-teasing/ https://secure02.kidshealth.org/teen/your_mind/problems/bullies.html http://www.bullyingstatistics.org/content/dealing-with-bullying.html http://www.bullyingstatistics.org/content/prevent-bullying.html http://kidshealth.org/kid/grow/school_stuff/bullies.html

8. Create a book, interactive poster, movie, slideshow, or podcast showing what they can do when they see or experience bullying. (5 more learning projects) Include rubric for project.

9. Create a paper poster with a QR code on it that can be posted around school telling students what they can do when they see or experience bullying. QR code will take them to your project. (1 more learning project) Include rubric to grade poster with QR code.

10. Invite parents to school presentation on bullying. Create invitations, advertise in newsletter to families. (2 more learning projects, put samples here or at end of plans)

Include the following
 * Writing Technology Rich Instructional Plans (the Cramer way).**
 * Instructional Context (Be brief!! Paste text directly onto your wiki page so I can see it.)
 * Grade Level //(4th grade)//
 * Content Area/Course //(science)//
 * Unit Title //(Photosynthesis)//
 * Length of Unit //(3 weeks)//
 * Time of Year/Month //(end Sept - October)//
 * Essential Question(s) around which unit is focused (Precisely why do we study photosynthesis? Who cares, especially 4th graders? How does knowing this information impact the lives of 4th graders? Answer these questions then "do a Jeopardy" and turn your answer into 1-3 questions around which you focus your plans and student products.)
 * Optional: Call for Action -- How about pushing your students to create something that calls for action? Tell what that action will be. //(in keeping with the theme of fall, colored leaves and photosynthesis maybe students could talk about how leaves keep homes cooler in the summer so plant them around your house or colorful leaves create beauty so plant a variety of tree types or mulch fallen leaves to enrich your soils. Students would create a 30 second commercial (movie) to make their call for action.)//
 * Content area and Technology (ISTE Student) Standards (see Technology Standards page for standards) Standards can be placed here or after the instructional activities. The choice is yours.
 * Instructional Activities and Samples (One page maximum, be brief!! Paste text directly onto your wiki page so I can see it.)
 * List the activities in your plan sequentially. Start with an action verb talking directly to the student telling the student what to do. (ie say //Hear Lecture on photosynthesis// as opposed to saying //Give Lecture on photosynthesis.// The student is listening to the lecture not giving it//. Don't tell me what you will say in the lecture.//)
 * Provide hyperlinked learning objects you expect students to use. Include additional detail telling what student is to do at site if it isn't obvious. Check out the learning objects page for how many to include. You may include more if you wish.
 * Include samples of all technology rich assignments students might create. Don't be afraid to give students choices of projects. Include samples of each project. (//ie. create a 3-fold brochure or a newspaper or a movie showing the life cycle of a leaf, include a sample of each)//
 * Attach rubrics for all graded, technology rich assignments (post as jpg)
 * Example of instructional activity listing:
 * Read pages 5-10 in your science textbook //(no more detail needed here, yeah, I made up the page numbers)//
 * Hear lecture on photosynthesis //(no more detail needed here)//
 * **Visit** @http://library.thinkquest.org/3715/photo3.html **to...** //(detail needed here, tell what students are to do at this website, you might include a variety of websites to differentiate your lesson for different student abilities)//
 * **Using your digital camera, take photos of 6 trees ...** //(only give me more detail here if you think I need it, attach sample of what you would expect student to produce, sample should be age/grade appropriate)//
 * **Create a slideshow....** //(tell me what the slideshow is about, include a sample of the show)//
 * **Create a 30 second commercial related to some aspect of photosynthesis calling for action of some type**


 * Sample 2-- Wheels Unit (high school economics)**
 * Course Title and Grade Level:** Financing Your Life Style, Jr/Sr Required Economics/Personal Finance Course
 * Unit Title:** Wheels
 * Length:** 2-3 week unit on transportation
 * Time of Year:** Follows units on needs/wants, careers, housing, banking and interest rates. Next unit will be on insurance.
 * Essential Question and sub-questions:** I need transportation, what should I choose?
 * What type of transportation will I use and how will it impact my lifestyle?
 * How much will it cost each month?
 * How will I finance it (if financing is necessary)?
 * How convenient will it be? What will my common traveling routes look like?
 * What impact will my transportation choice have on the environment? (sustainability)
 * How will my transportation choice impact my housing and career choices?

> **Create mindmap with Inspiration (include sample and scoring rubric here or at end of listing)**
 * Instructional Activities and Samples** (attach samples and rubrics beside the activity or at the end of the list, the choice is yours, I'm not attaching samples or rubrics in this example)
 * 1) Brainstorm what you will need transportation for (e.g., to get to work, recreation, grocery shopping, etc)
 * 1) Discuss types of transportation available generally, pros and cons of each type (e.g., bicycle, moped, motorcycle, car/truck/van, bus, train, foot -- I listed these examples so you could better follow my thinking)
 * 2) Discuss costs associated with various transportation options (e.g., purchase price, interest, gas, maintenance, Parking, Bus/Train fare, etc.)
 * 3) Discuss financing options related to vehicle ownership (e.g., purchase new vehicle, purchase used vehicle, lease vehicle, finance vehicle purchase)
 * 4) Discuss the convenience factors related to various modes of transportation and traveling routes.
 * 5) For items 2-5: Select two types of transportation.
 * **Create Google Presentation** of the two types telling the pros and cons of each, costs associated with teach transportation option, financing options, a map showing where you live, work and will travel.
 * Use the following learning objects to conduct your research [|Kelly Blue Book] (car prices), [|Oshkosh bus system], [|auto loan calculator], [|car loan calculator]
 * 1) Discuss transportation choices and their impact on the environment.
 * 2) Determine what type of transportation you will have and how it will impact your housing and career choices. Present your conclusions to the class.
 * 3) For items 7-8:
 * **Create either a 3-fold brochure OR a newsletter/paper** addressing environmental impact and your transportation selection and rationale. Display brochure or newsletter in our hall display for transportation.
 * **Create a 1-2 minute movie** promoting your transportation choice. Movies will play in a loop on the school kiosk the week following this unit. Do your best to convince others to support your transportation choice.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
 * Standards (copy and paste from the standards, this isn't a typing exercise, I elected to use Common Core Standards for my content area) **
 * Reading Standards for Informational Text (Common Core) **

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. 6. Use technology, including Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (Including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
 * Writing Standards (Common Core) **

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line or reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance and style are appropriate to purpose, audience and a range of formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
 * Speaking and Listening Standards (Common Core) **

3. Research and Information Fluency -- Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making -- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship -- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts -- Students demonstrate a sound understanding of technology concepts, systems, and operations.
 * ISTE NETS for Students **

Check out these resources: >> @http://www.edutopia.org/project-learning-introduction-video >> @http://www.edutopia.org/edutopia/enews >> @http://www.google.com/educators/index.html >> http://blogs.edweek.org
 * Don't know much about writing instructional plans?**
 * 1) Bloom's Ditigal Taxonomy (if you don't know the more traditional Bloom, find the info)
 * 2) Read Giving Students Meaningful Work which identifies 7 componenets needed in good projects. (//Educational Leadership//, September 2010, 68(1), pages 34-37.
 * 3) 21st Century Pedagogy -- don't create plans for the last century!
 * 4) Personalized progress: How tech model is driving achievement
 * 5) Check out Thinkfinity lesson plans
 * 6) Don't know what is taught at varous grade levels? Check out [|Green Bay] -- Standards and Benchmarks (hints at what is taught at various grade levels)
 * 7) Here's another good resource A Primer on Curriculum Sharing Sites
 * 8) While I don't think a textbook should necessarily define your curriculum, they do suggest what one might teach. If you are teaching a STEM area check out the online textbooks, grades 6+, available from CK12.org
 * 9) More on electronic texts and resources -- E-Curriculum: Exploring 24 Free Open Education Resources- Digital Curriculum
 * 10) Need ideas? Read Leaders Share How Tech Has Helped Students Learn and visit[| __http://innovatemyclass.org/featured__].
 * 11) More ideas...Technology in the Classroom: The First Month -- Another school year has already started and we are back in the classrooms with brand new ideas. Here are mine if you are looking for a techie-start to the new year and some first month activities using technology in your lessons.
 * 12) Haven't planned lessons before? This article may help. Ten Steps to Transforming Past Lessons for 21st Century Learners by Michael Gorman --
 * 13) Still need help? Read chapter one from //The purposeful classroom// -- ASCD authors Douglas Fisher and Nancy Frey are back with a new publication for teachers at all levels."//The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind// is full of strategies for connecting students with the purpose behind every lesson. In this book, Fisher and Frey help teachers understand how to develop purpose statements that are easy for students to grasp, motivate learners by connecting lessons to students' lives, and create activities and assessments that enable students to demonstrate both concept mastery and understanding. Preview sample chapters on ASCD.org.
 * 14) Create instruction that builds computational thinking -- critical thinking, creativity and more. Computational Thinking: A Digital Age Skill (and teacher handbook)
 * 15) Students fire off new lesson plans for the digital classroom. How to Teach with Technology
 * 16) Here's yet another way to structure an interesting unit: Challenge Based Learning. Much like project based learning, this format offers students a challenge such as "How could we eat better?" to engage them in the learning process.
 * 17) Aren't familiar with Project/Problem Based Learning (PBL)?
 * Five Keys to Rigorous Project-Based Learning
 * [|Deeper Learning: Highlighting Student Work]
 * Video on Project Learning (also review related sites on right side of page)
 * New Skills for a New Century -- Edutopia article
 * PBL? Am I Doing it Right?
 * Problem, Project and Inquiry Based Learning site
 * 4 Phases Of Inquiry-Based Learning: A Guide For Teachers
 * 1) Never heard of Essential Questions?
 * The Great Question Press
 * From Now On Educational Technology Journal
 * Essential Questions Chapter 1 What Makes a Question Essential?, ASCD book
 * 1) Need some ideas on essential questions / projects for your learning unit?
 * A World of Project Ideas (You Can Steal)
 * 1) Not familiar with Understanding by Design?
 * explore the framework
 * 1) Flipped Classroom resources
 * What is it?
 * Fizz Differentiation video
 * Flipping your PE classroom (good ideas for everyone)
 * 1) HOTS for Teachers: 25 Top Resources For Higher Order Thinking Skills - See more at: http://www.techlearning.com/Default.aspx?tabid=67&entryid=8613#sthash.owmQeq4X.dpuf
 * 2) **Need some ideas on how others are using technology or how they are organizing their classrooms? Subscribe to some of these free resources. I have!**
 * 3) **Classroom 2.0** Live and Interactive Webinars. Learn about Web 2.0 and social/participatory media in education. Push yourself to attend at least one webinar during semester.
 * 4) Edutopia. Use some of these articles in your wiki to illustrate tech rich instruction. They are also great for ideas of what and how to teach.
 * 1) Tech & Learning magazine. Great resources reviewed. Sign up for subscription, select online newsletter. @http://www.techlearning.com/Subscribe
 * 2) Google for Educators newsletter.
 * 1) Teacher blogs. Select a few to subscribe to, especially those focused on technology and your grade/content level. Read them for ideas.
 * 1) If you wish, to borrow an Instructional Technology textbook. I have a nice collection that I would be happy to share.
 * 2) You might also check out this resource: ASCD Welcomes New Teachers to Profession, Offers Free Resources
 * 3) Or, check out Go 2 Web 2.0 with its 71 plus pages of web 2.0 tools.


 * **Bloom's Taxonomy Blooms Digitally**

Creating Evaluating Analyzing Applying Understanding Remembering || **Blooms' Taxonomy**

**Higher Order Thinking** Evaluation Synthesis Analysis Application (follow the recipe but add your own unique twist)

**Lower Order Thinking** Application (follow the recipe precisely) Comprehension Knowledge || ||

above graphic

[|20 Great Rubrics for Integrating Bloom's Digital Taxonomy in Your Teaching]
**Arizona Technology Integration Matrix**

Entry -- Teacher uses technology to deliver curriculum content to students Adoption -- Teacher directs students in the conventional use of tool-based software. If such software is available, this level is recommended. Adaptation -- Teacher encourages adaptation of tool-based software by allowing students to select and modify a tool to accomplish the task at hand. Infusion -- Teacher consistently provides the infusion of technology tools with understanding, applying, analyzing, and evaluating learning tasks. Transformation -- Teacher cultivates a rich learning environment, where blending choice of technology tools with student-initiated investigations, discussions, compositions, or projects, across any content area is, promoted.

Active -- Students are actively engaged in educational activities where technology is a transparent tool used to generate and accomplish objectives and learning. Collaborative -- Students use technology tools to collaborate with others. Constructive -- Students use technology to understand content and add meaning to their learning. Authentic -- Students use technology tools to solve real-world problems meaningful to them, such as digital citizenship. Goal Directed -- Students use technology tools to research data, set goals, plan activities, monitor progress, and evaluate results.

SAMR Model -- Substitution Augmentation Modification Redefinition Model How are you weaving technology into your classroom? Substitution -- Computer technology is used to perform the same task as was done before the use of computers Augmentation -- Computer technology offers an effective tool to perform common tasks (ie students use Google Form to take a quiz instead of doing it on paper) Modification -- Classroom transformation is starting to happen, students are doing tasks using technology (ie students write an essay around a theme, an audio recording of the essay is made along with an original musical sound track, the recording is played in from of an authentic - non-school related - audience) Redefinition -- computer technology allows for new tasks that were previously unimaginable(ie students create a documentary video answering an essential question related to important concepts, collaboration is an essential project component, questions/discussion is increasingly student generated) Example: Upgrading Blogs Through Lens of SAMR

@http://digitallearningteam.org/2012/06/07/the-samr-model-enhancing-technology-integration/

@http://www.techlearning.com/blogentry/9423

[|Awesome Chart on The Difference Between Personalization, Differentiation,and Individualization] Barbara Bray and Kathleen McClaskey are co-founders of Personalize Learning, LLC who compared the terms Personalization vs Differentiation vs Individualization to dispel some of the myths and confusion around those terms. Since their first version of this chart in January 2012, it has been downloaded over 100,000 times. From input from educators and learners around the world, the authors realized they needed to update the chart. So in April 2013, they uploaded version 2 which you see embedded here. You can download this chart and report from their Toolkit along with other resources they so generously share with the world. Make sure you check out their blog and journeys page.

The chart is embedded in the slideshow below. Enjoy media type="custom" key="23257972"

From the Principal's Office: Adopting a Digital Disruptor Mindset to Transform Education -
 * “When people adopt technology, they do old things in new ways. When people internalize technology, they find new things to do.”** James McQuivey, //Digital Disruption: Unleashing the Next Wave of Innovation//

Connectivism: A Learning Theory for the Digital Age

What's the Difference Between "Using Technology" and "Technology Integration"? So You Want to Integrate Technology -- Now What?